Biography of Miguel de Cervantes :: essays research papers

Miguel de Cervantes was a famous novelist in Spain in the sixteenth century during the Renaissance. Cervantes lived in Spain during the Golden Age which helped him become a recognized writer. He was very talented, and he showed his talents through the interesting and wonderful novels he wrote. The most famous novel he wrote was called Don Quixote. Cervantes had a very exhausting and enthusiastic life, full of excitement and success. Miguel de Cervantes has great histories which lead him to write his wonderful novels and plays, and these have been very influential during the Renaissance and today’s writers. Cervantes was born on September 29, 1547 in a town near Madrid called Alcala de Henares, Spain. He was the fourth son of seven children. His father was a surgeon and his mother died when he was young. Since his father was a medical doctor his family had to travel to many towns in Spain. During his youth and adolescence he was taught by Jesuits. Not much about his education is known but when he was about twenty-one years old in 1568, he went to Madrid where Juan Lopez de Hoyos, a Jesuit, was his tutor. Cervantes did not attend to university, but he read broadly, this greatly influenced his writings. In about 1568 to 1570 he moved to Naples, Italy. In Naples, he joined the Spanish Army because he had a very big interest in the military. In 1571, he participated in the naval battle of Lepanto, located in the Gulf of Lepanto. The war was between the Spanish and the Turks, since the relationship between the Mediterranean countries and the Ottoman Empire was tense. During this battle Cervantes was wounded in his chest and on his left hand. He lost the use of his left hand and therefore, he gained the nickname of ‘‘Manco de Lepanto’’, meaning Maimed of Lepanto. Nevertheless Cervantes remained in the military although he was wounded because he was very dedicated to it. Then he fought in northern Africa and the Mediterranean lands. When Miguel de Cervantes and his brother Rodrigo Cervantes where sailing back to Spain in 1575, their ship was captured by pirates. Bradbury pirates made them prisoners and took them to Algiers as slaves. Cervantes had to remain a prisoner for five years even though he tried to escape a variety of occasions. He had to wait until his family and his religious order released him from prison having to earn money.

Blue Highways Essay

The beginning to an end, and round again, for Least Heat Moon was when he lost his teaching job. He figured he had two choices – to sleep the matter over or to go crazy. He chose neither. Instead, he decided to take a self-fulfilling journey in search of â€Å"places where change did not mean ruin and where Time and Man and Deeds connected. † Least Heat Moon took a circular route from one end of the United States to another using the back roads or the blue highways because he believed that â€Å"life does not happen along interstates. † He likened Life to a circular route that comes round again, to start over and anew. Least Heat Moon came from the Sioux tribe and like most Native Americans believed that those who embrace the new by discarding the old do not deserve to be honored. His trip gave him the opportunity to meet and talk to people, in the process learning from their experiences. In most cities he visited, people ask about his job. Inasmuch as he had just lost his, Least Heat Moon was vague with his replies and was tempted to answer differently each time. Someone from Grayville, Illinois thought people with nothing to do was common in any part of the country, while someone from Shelbyville, Kentucky distinguished job from work and from occupation in terms of motivation, time and money. He saw people moving and renovating homes in Kentucky. They were log cabins of 1807 and Bob Andriot took pleasure in preserving them for another two hundred years. Bob has something from the past that he is making into something new to pass on to the future. Bob’s kind is so unlike those in Frankfort which was named after their local hero, Stephen Frank. From the old Frank’s Ford it became Frankfurt out of convenience without regard of its historical significance. The entire look of Frankfurt was similarly modernized. Kentucky’s name became associated with Col. Harlan Sanders and his crispy-fried chicken. Least Heat Moon dined in Claudia Sanders Dinner House. Least Heat Moon believed nothing beats the delicious and authentic regional food served in local cafes like they did three decades or so years ago. The Hammonds of Palisades made building a boat their life, a dream made true by their relentless pursuit of it. He lodged and dined at the Shakers’ Trustees Hall, which was built in1839. The Shakers have not outlived their building for their unrealistic views of life and adversity towards progress. On the other hand, Ida, south of Appalachia, was slow to progress because of its isolation. At Gainesboro, Least Heat Moon found that even if he was traveling alone he was to an extent sociable because of the chance that he will meet someone at every stop. At Shepardsville Road, Madison Wheeler refused to part with his old store’s signage despite a tempting offer for the simple reason that he wanted to keep his name. Least Heat Moon was invited to sup at Wheeler’s table, something that Least Heat Moon appreciated noting that those who â€Å"live on little are the ones to ask you to dinner. † In Nameless, Tennessee Least Heat Moon spent an evening with the Watts who showed that him simple pleasures that last and stay in the heart like buttermilk pie, old music, hot bread and a doctor who â€Å"calms like the hand of the Lord. † He made several futile attempts to meet and talk to Native Americans, Hopi or Navajo, for fear of rejection. At Echo Cliffs in Arizona he noticed that White Men in station wagons bought beads from Indians, when it was the White Men in wagons who sold beads to Indians before. When history is repeated, there is a twist in the course of events. In crossing Colorado, the Spanish missionaries of 1776, navigated the Vermillion cliffs in 10 days, ate cactus and 2 horses, made steps to climb and cross 400-ft walls. Least Heat Moon made his in 20 seconds, sitting down. What was terrifying to the Spaniards was magnificent to Least Heat Moon. What was a hurdle to the Spaniards was a breeze for Least Heat Moon. There were 2 observation towers containing reminders of WWII in the southern part of Rehoboth Beach. The young would have no idea at all, but had they been born earlier they would have been among the fallen heroes. Glen Marshall of Smith Island found running a boat a good job because he had no boss to take orders from. , which to him was better than money. Alice Middleton thought that Island Belle brought progress to their island by bringing in provisions, news, medicine, and mails as well as transported the sick and the dying. It was their equivalent to the cars of America. Kendrick Fritz was a Hopi Indian studying Medicine at the Southern Utah State College. Fritz re-acquainted Least Heat Moon on their shared heritage. Fritz said that prejudice against Indians came from seeing them make trouble and that already made them a savage in the eyes of the White Men. The Indians hated the White Way but they enjoy their pleasures as much. Fritz would go back to Tuba, to his people, to practice medicine and money will never be a consideration. To a Hopi, religion is praying for harmony, as well as rain and crops, and a good life. A common symbol among Native Americans is the emergence or the â€Å"road of life. † People go through birth, death, and rebirth. The symbol is also about the journeys we take as well as the â€Å"cosmic patterns that human beings move in. † The Hopi Way teaches that every one is a part of one whole, a greater family. A hunter is forgiven if he hunts and kills for food, for â€Å"only life can feed life. † In the Hopi religion a person is not just one but a part of many things and that if he respects himself then he respects all things too. A person must not set himself above the rest as that would set him apart. The Hopi Way is the Way of the Spirit which is everywhere. Through his encounters with people Least Heat Moon gains insightful knowledge that it serves no purpose to hold on to the past for it will never return, but, it would be regretful if the past is totally forgotten. It is within man to renew the past, not as a repetition but an exciting variation, like the log cabins with beautiful interiors. The present should always connect to the past for there will always be something to learn from and improve on. Without Claudia Sanders kitchen, the world would never know taste of the famous Col. Sanders chicken. The rich cultural heritage of Least Heat Moon seen through the eyes and heard from the lips of Kendrick Fritz replaced his fears with pride and a deeper appreciation of the beautiful journey he had made. It gave him the answers to the questions he sought when he started out and the meaning of the â€Å"wrong turns and blind alleys †¦ fumbling and chance discoveries† he made in his trip. Walt Whitman’s Song of the Open Road from his Leaves of Grass collection was a reinforcement of the enriching lessons that came along to Least Heat Moon in his travels. Whitman’s verses spoke from the past to Least Heat Moon’s present. Despite the distance he had covered Least Heat Moon’s journey is not finished, because he discovered that â€Å"a true journey has no end. † Works Cited Least Heat Moon, W. (1982). A Journey into America. Blue Highways. An Atlantic Monthly Press Book. Little, Brown & Company. Boston/Toronto.

A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young children’s needs and interests

Introduction DfE (2013a) enunciates that the Early Years Foundation Stage (EYFS) is a set of statutory guidelines which all childcare providers (including schools, nurseries and children’s centres) must adhere to in catering for children between the ages of 0 to 5, upon which time they will enter full-time education. The EYFS has been in circulation for several years, undergoing numerous revisions and amendments. The most recent version was published in September 2014 and is a simplified version of past documents, by having four overarching principles which is guided upon: every child is unique, children become strong through building positive relationships, children learn and develop well in ‘enabling environments’ and finally that children develop and learn at different rates (DfE, 2014). These 4 areas will provide the structure for this assignment. The EYFS seems to comprehensively cover all the needs which children may have in their formative years. It is also concurrent with previous initiatives the government have devised, such as SEAL (Social and Emotional Aspects of Learning), which implored teachers and practitioners to adopt a holistic stance in educating their pupils (DfE, 2010) and Every Child Matters, which stressed that each child was an individual and should be treated as so (DfE, 2004). Principle 1- Every Child is Unique Perhaps the most notable principle espoused in the current early year’s framework is the need to recognise the child as an individual, one who is unique and should have care tailored to meet their needs (DfE, 2014). This is a point which seems to have sound theoretical backing. Bandura (1977) feels that children do develop in a unique manner, also giving credence to the fact that the social environment influences their development, something the EYFS also seems to value. Bandura also feels that social interaction is something that is imperative to the child’s development, which is agreement with the communication and language need identified by the framework. Although Piaget (1952) does recognise that each child is an individual, he posits that their development amongst each other is fairly uniform, as he feels that children progress through a series of fixed stages, particularly in a cognitive manner. This seems to be slightly different to the message which the EYFS framework conveys, as they do recognise that children progress through stages, but the document expresses that their development may not be so homogenous: rather each child is on their own unique learning journey (DfE, 2014). In my own practice, children were treated as an individual, with an emphasis on the present, rather than adhering to a fixed model of child development. On my placement each child had their own box and folder where detailed notes on them were kept, which shows how they were being considered as individuals. It seems important to treat the child as an individual so that they can grow in stature and become someone who has an authentic identity. This is something which is inherent with the theory of constructivism which advocates children being treated as individuals who make sense of their world in a way which is unique to them, allowing them to build understanding in a way which is ‘special’ to them (Bruner, 1961: 22). This seems to ratify the ethos of the current EYFS framework in treating children uniquely, although parallel to this, it may also be pertinent to bear in mind that there are certain stages which children progress through. Even if each child’s development is not uniform, there may still be some similarities between them, which necessitates the importance of consulting certain theoretical models of development. Principle 2- Children become strong and independent through positive relationships This principle seems to be slightly paradoxical in nature. Piaget (1952) articulates the importance of children being active and independent whereas Vygotsky (1977) feels that guided participation (from an adult or worker) is essential in fostering a child’s development. The EYFS framework arguably combines these theoretical notions, recognising that children should have be independent and be able to explore, whilst being able to have a positive relationship with their ‘key person’, the adult who is most involved in their care (DfE, 2014). The framework elaborates that it is the key’s person role to ensure that the child becomes settled into the environment, becomes comfortable in the setting and also to build a productive relationship with the parents. Whilst these are undoubtedly important, Bandura (1977) offers an extra dimension of the key worker’s role, which is that they can model and display the desirable behaviours which the children they loo k after can copy and imitate, a phenomenon which Bandura feels is particularly powerful in influencing a child’s development. Nutbrown and Page (2008) emphasise the importance of the key person, in that they should exude warmth, friendliness and possess excellent interpersonal and communication skills which will enable them to develop a rapport with the child and be able to contribute to their development successfully. A supposition could be made that many of the key attributes that a key person should possess are identical to that of a teacher in mainstream education. Nutbrown and Page (2008) also speak of the importance of the key worker handling the transition for young children from being attached to their parents before progressing to being looked after in the children’s centre. This is something which has been covered many times in empirical theories which surround children’s development. Bowlby (1951), an eminent psychoanalyst, put forward the theory of attachment, where he stated that infants form an attachment to a primary caregiver (known as monotropy), typically with the mother, in the first few years of their life and should receive continuous care from this attachment figure for the first two years of their life. This seems to align well with contemporary practice, with the majority of children going to nursery when they are around three years old (Gov.uk, 2014). Bowlby (1953) conceptualised the absence of such care as maternal deprivation, positing that this could have many ramifications for the child such as delinquency , apathy, reduced intelligence and depression. However, a criticism of Bowlby’s attachment theory is that he did not acknowledge the influence of other stakeholders in the child’s care, such as the father, key worker or extended family members. Elfer et al. (2003) concentrate specifically on the relationship between carers and the child, advocating that they should exude warmth and friendliness and not shy away from forming a strong bond with the infant for fear of confusing it, as even a baby is able to discern between their parents and their carers. The literature expressed above seems to evidence the importance of the key worker in meeting the child’s needs, something which the EYFS framework also gives credence too. Key workers are influential in helping children to gain some stability in the setting and become comfortable there and allowing them to thrive and prosper. If they form a good relationship with the child this can help them to achieve their ‘early learning’ goals, particularly in how they communicate with others and explore the world around them (DfE, 2013b). Sylva et al. (2004) articulated the importance of the key worker being on good terms with the parent in their authoritative EPPE study, which asserted that each child should be assigned a key worker. Essentially, if the key worker has a good relationship with the parent this may allow children to form a better relationship with the key worker and have all of their needs fulfilled, it could also boost the engagement of certain groups of parents such as teen mums, something which my placement noted the importance of. DfE (2013a) also highlight the importance of key workers being suitably trained and educated so they can provide a good service to the children under their care. This was again apparent in the children’s centre which I visited, where the early years teachers had to be educated at least up to a Level 3 standard. In essence, children need to build positive relationships with those around them to become independent, and the key worker is at the centre of this. Principle 3- Children learn and develop well in ‘enabling’ environments Piaget (1952) conjectured that babies are naturally inquisitive and want to explore the world around them and become active participants within it. Therefore it seems appropriate that there should be an environment which stimulates them to do that, intellectually, socially and building their autonomy and independence. Such environments are deemed to be ‘enabling’ with the key worker again at the centre of cultivating and propagating such an environment, which could be potentially similar to the environment to the child is exposed to at home, to ensure greater consistency and continuity (DfE, 2014). However, structuring the environment in such a way may allow children to learn about concepts which will be of use to them in their development as an adult. The children’s centre where I was placed at were proponents of heuristic learning in getting the children to problem-solve and explore activities, with the emphasis being on play and reward, with items like treasure baskets used quite frequently (See Appendix A). Outdoor and indoor learning in the EYFs seems to be equally important, something which the government recognises and gives credence to in the EYFS framework, making it mandatory that childcare providers give access to an outdoor environment which is safe and has plenty of opportunities for play (DfE, 2014). Garrick et al. (2010) extend this, articulating that the environment of an EYFS setting should have abundant opportunities for play, including allowing children to indulge in creative pursuits (something their study valued highly), physical opportunities (like sports and outdoor play areas) and ‘pretend’ play. If a centre did include such an extensive range of opportunities, this could allow them to cater for a larger spectrum of learners as it is widely acknowledged that pupils thrive and learn in a multitude of different ways (Gardner, 2004). Furthermore, the potential for progression in the children could be enhanced if they were encouraged to develop a ‘growth’ mindset by staff and engage in activities that they would not do normally, so they can become more familiar with varied tasks and not be reticent to challenges in their future life (Dweck, 2006). The indoor environment is imperative also to facilitating children’s development. As previously mentioned, there should be ample opportunities for children to engage in a wide variety of activities to stimulate them in different ways. A multi-sensory approach can contribute significantly to the development of children and really aid them in reaching a higher level of maturity and cognition, as they interact with the world around them in different ways and become more flexible and adaptable. Steel (2012) infers that such an approach could have positive longitudinal consequences for the child, including improved academic attainment and retention of knowledge, which seems to be a sound rationale for such an approach. Whilst it seems essential that the indoor environment should be stimulating cognitively, it may be wise not to neglect the emotional aspect of it. Again, the key worker is at the centre of providing the warmth needed in an enabling environment. Nutbrown and Page (20 08) assert that they should show warm responses to the children under their care and react well to them. In essence, an enabling environment is made up of the components of suitable and stimulating indoor and outdoor areas, which the key worker is central in maintaining and facilitating. Principle 4- Children develop and learn in different ways and rates The final principle espoused by the EYFS framework is perhaps more concerned with the cognition of children, although it does refer to their social and emotional development in part. Nevertheless, Katz (1988, as cited in Carr, 2001, p.21) hypothesises that each child has a certain ‘disposition’, something which is distinct from learning; it is concerned more with how they react to certain situations and the habits they adopt and carry out on a regular basis. In a later document, Katz (1993) elaborates that dispositions in young children are normally learned from those around or the environment they are raised in or looked after, which seems to resonate with Bandura’s (1977) theory of modelling mentioned earlier in the assignment. Katz (1993) also articulates that dispositions are strengthened when they are acknowledged and efforts are made to continue them (particularly if they are good habits), which seems to emphasise the importance of treating the child as an i ndividual. It seems evident that all children learn and develop in different ways, as evidenced by the argument above. However, a conjecture could be made that there may be certain strategies which a practitioner or worker can implement which will result in children developing into sensible and mature adults. One way in which to do this is to cultivate a child’s resilience in their ability to complete a task or try a new activity. Children may give up if they perceive the task to be beyond their capabilities and not extend themselves to complete this. This could be a natural response from the child (particularly if the task is incommensurate with their skillset) or it could be something that they have learned over time. Dweck (1975: 673) terms this as ‘learned helplessness’, where a child habitually gives up in the face of a challenging task or adversity, possibly because of a lack of response from the adult in encouraging the child to complete the task and persevere. Combining the sentiments expressed by Katz and the argument above, could be essential in helping children to progress appropriately, particularly when faced with unfamiliar situations and tasks. Siraj- Blatchford et al. (2002) concluded in their Researching Effective Pedagogy in the Early Years (REPEY) study that shared sustained thinking was crucial in helping a child to tackle new problems and persist. This is defined as two or more individuals (with at least one adult ‘facilitator’) working together to complete a task, although the authors stress that each person should be actively contributing to the task, and that there must be a progression towards an eventual solution, even if that is reached straight away. This coincides with Vygotsky’s (1977) theory of cognitive development, which posits that a child will enhance their zone of proximal development (the difference between what they can do on their own and with help) if they are supported by a more knowled geable other such as an adult or more capable peer. Both arguments suggest that collaboration between adults and children is essential to further the child’s development, although again the manner in which this is done should be unique to the child by using questioning which is appropriate to the child’s level of cognitive development (Bloom et al., 1956). Conclusion The rationale which underpins the EYFS framework is the need to treat the child as a unique individual and consider their needs at length, in a cognitive, emotional, social and physical sense to facilitate optimum development in them. There are several ways to ensure this, including that the environment is stimulating and appropriate enough for the child’s needs, that they have access to a multitude of activities, that the key worker has a warm and fulfilling relationship with the child and that they encouraged to develop a growth mind set and persevere with challenging tasks with the facilitation of another adult. Arguably, if a childcare provider follows all of the actions above and adheres to the EYFS framework, then this should allow for children to progress to the desired level of development and maturity. References Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Bowlby, J. (1951) ‘Maternal Care and Mental Health.’ World Health Organization Monograph. Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruner, J. S. (1961) ‘The act of discovery’. Harvard Educational Review, 31 (1): 21–32. Carr, M. (2001) Assessment in Early Childhood Settings. London: SAGE. Department for Family, Education and Skills (2004) Every Child Matters. [Online]. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/dfes/1081/2004 (Accessed: 24 November 2014). Department for Education (2010) Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. [Online]. Available at: https://www.gov.uk/government/publications/social-and-emotional-aspects-of-learning-seal-programme-in-secondary-schools-national-evaluation (Accessed: 24 November 2014). Department for Education (2013a) Improving the quality and range of education and childcare from birth to 5 years. [Online]. Available at: https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage (Accessed: 24 November 2014). Department for Education (2013b) Early years outcomes: A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf (Accessed: 24 November 2014). Department for Education (2014) Early years foundation stage framework. [Online]. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 (Accessed: 24 November 2014). Dweck, C.S. (1975) ‘The role of expectations and attributions in the alleviation of learned helplessness.’ Journal of Personality and Social Psychology, 31: 674-685. Dweck, C. (2006) Mindset: The New Psychology of Success. New York: Ballantine Books. Elfer, P., Goldschmied, E. and Selleck, D. (2003) Key Persons in the Nursery: Building relationships for quality provision. London: David Fulton. Garrick, R., Bath, C., Dunn, K., Maconochie, H., Willis, B. and Claire Wolstenholme (2010) Children’s experiences of the Early Years Foundation Stage. DfE: London. Gardner, H. (2004) Changing Minds: The art and science of changing our own and other people’s minds. Harvard Business School Press. Gov. UK (2014) Free early education and childcare. [Online]. Available at: https://www.gov.uk/free-early-education (Accessed: 24 November 2014). Katz, L.G. (1988) ‘What Should Young Children Be Doing?’ American Educator: The Professional Journal of the American Federation of Teachers: 29-45. Katz, L. (1993) Dispositions: Definitions and implications for early childhood practices. ERIC Clearinghouse on Elementary and Early Childhood Education. Nutbrown, C. and Page, J. (2008) Working with Babies and Children Under Three. London: Sage. Piaget, J. (1952) The Origin of Intelligence in Children. New York: International University Press, Inc. Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. and Bell, D. (2002) Researching Effective Pedagogy in the Early Years (REPEY) DfES Research Report 365. HMSO London: Queen’s Printer. Steel, N. (2012) Encyclopaedia of the Sciences of Learning. New York: Springer. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final report. London: DfES and Institute of Education, University of London. Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

Social Media and Freedom of Speech

Survey This survey is designed to authenticate for the designation of an industrial psychologist. It will just take 3-5 minutes. You are free to leave it at any time. Name: ________________________ Gender: * Male * Female Age: ______ Education: * Under Graduate * Post Graduate * Graduate Q1. What is your Qualification? _________________________________________________ Q2. Do you think you’re well qualified? * Yes * No Q3. What made you want to pursue a career in Industrial Psychology? ______________________________________________________________________________Q4. What are your goals and future plans as an Industrial Psychologist? ______________________________________________________________________________ ______________________________________________________________________________ Q5. How do you judge people by their history appearance or some other things? _____________________________________________________________________________ _____________________________________ ________________________________________ PROBLEM SOLVING: Q6. What common workers anxieties are you aware of? Unrealistic or excessive worry * Sleep Disturbance * Jitteriness * Fatigue * Other (Please Specify in the provided area below). ______________________________________________________________________________ ______________________________________________________________________________ Q7. What will you do if such a situation occurs? _____________________________________________________________________________ _____________________________________________________________________________ Q8.If a worker or an employee asks help regarding anything will you help them as well as keep things secret? ___________________________________________________________________________ ____________________________________________________________________________ Q9. If a worker is stressed out or have any mental problem how will you treat him? ___________________________________________________ _______________________ ___________________________________________________________________________ COMMON SITUATIONS: Q10.Will you hang out with a famous football player or a fundraiser? * Football player * Fundraiser Q11. Will you hang out with 10 years old boy or a solider? * 10 years old boy * Solider Q12. Will you hang out with a rapper or an Islamic member of the UK Muslim Organization? * Rapper and songwriter. * Islamic member of the British Islamic community. Q13. Will you hang out with a world class bowler or a person with physical defect? * World class bowler * Person with physical defect in arms FOR FURTHER INFORMATION YOU MAY CONTACT RESEARCHER

What is meant and understood by the term computer misuse Essay

What is meant and understood by the term computer misuse - Essay Example ences with malicious activity such as hacking and viruses, which have been difficult to police due to jurisdictional difficulties and difficulties with identity tracking of offenders (Finch, 2001). This analysis particularly focuses three different aspects of potential computer misuse; namely identity theft, online harassment (otherwise referred to as â€Å"cyberstalking) and denial of service attacks (DDOS). Numerous press reports demonstrate how top financial institutions have fallen prey to cybercrime (Lloyd, 2004). The most common example is when an identity thief uses sensitive personal information to open a credit card account in a customer’s name through phishing (Thomas & Loader, 2000). Phishing is a high tech scam and uses spam to deceive customers into disclosing credit card numbers, bank account information, passwords and other sensitive information, with banks such as Abbey National and Natwest having fallen prey to phishing attack (Thomas & Loader, 2000). In phishing cases, offenders rely on the consumer trust in the familiar brand often by using the corporate branding style and logo to manipulate the consumer into a false conception of a pre-existing commercial relationship. This not only infringes the Electronic Commerce Regulations 2002 and The Privacy and Electronic Communications (EC Directive) Regulations 2003 (â€Å"the Regulations†), which prohibit unsolicited marketing communications; the use of brand name, style and logo also infringes the business’ intellectual property rights, which devalues the goodwill in the business incurring significant financial losses. In its previous form, the Act covered two types of computer related offences; firstly the unauthorised access to computer material and unauthorised modification of computer material. However, these offences were created before the Internet boom and did not foresee the full impact of online misuse such as hacking, viruses and spamming. This falls into a grey area legally which

The role of Project Management to an Organization Essay

The role of Project Management to an Organization - Essay Example The project management cycle undergoes a five-step approach; they are initiation, planning, execution, monitoring/control and closure. Initiation is a process involving the giving of an overview of how the project looks like, and the strategy implemented in the organizations plan. This is done to achieve the desired results and in addition, it is where a project manager is appointed to guide the rest of project members due to his or her experience and skills. Planning is the second step, which includes risk assessment alongside defining the system used in order complete the plan. Execution and control are the third and fourth step respectively, which involves planning a solution used for the implementation of solving problems noted in the requirements of a project. Closure, which is the fifth and last step, involves a manager ensuring the little things in a project receive a proper conclusion, when the formal project review is written.The benefits attained from a good project managem ent includes, a delivery service that is better and efficient since, it provides a â€Å"roadmap† that can be easily followed for the purposes of project completion. The other benefit is, customer satisfaction is improved, increased and enhanced such that, when a project is completed in good time a customer can be happy and recommend you for more work. The third benefit is that, service delivery is made effective and enhanced. The improvement of growth and development of a team is another benefit. since, when a project yields positive results, a team commands much respect and inspires the team to work harder. A greater competitive and standing edge is another benefit when a good project is implemented. The other benefits will include better flexibility, increase in quality and quantity and increased risk assessment. As mentioned earlier, planning is the second phase for any project management cycle to be successful. It includes a breakdown and assignment that should be detailed of the task in your project from the time it commences to the time it ends. It involves taking risks of the assessment and being able to define the steps needed for the successful of a task completion. Research is an important factor in planning because it gives a chance of choosing

Project Budgeting and Scheduling Essay Example | Topics and Well Written Essays - 1500 words

Project Budgeting and Scheduling - Essay Example PPP/PFI basically works like any other project whose construction costs are borne by another party, completed and handed over to the client, only on a very large scale. In case of failure in the design structure, non-compliance with the project particulars, etc. the risk is assumed by the financing party. This project risk transfer method is seen as an extension of outsourcing and privatization. However, it is different from privatization because the private entity hands over the project to the government after completion and the government runs it as state owned facility/site. PPP/PFI differs from conventional procurement because the total payment is not made by the government after the completion of the project. It is paid over the course of time and several years of operations. This facilitates both the public and the private sector, because eth public sector does not have to make the payment and thus the cost is spread over a number of years. The risk of project failure is transf erred to the private entity responsible for the project. ... This is because the element of risk transfer also adds to the government’s borrowing costs. At its completion if the project is successful, the private sector gets to enjoy super normal profits at the expense of the government and the mass public in general due to taxation levied to pay off the debt. Thus, in order for the success of a PFI funded project to be deemed successful, it is imperative that the benefits derived from the project can be valued to be more than the borrowing cost (Ismail, 2011). PPP/PFI in UK The government of UK introduced PFI in the year 1992 (Wilson and Game, 2002). Even though the practice had been already implemented by countries like Australia previously, the UK gave it a more solid framework by specifying policies that would govern such financing practices of the government. Implementing the PFI practice at large for capital investments allowed the UK to hone it into an ideal framework that could be taken as benchmarks by the other governments of the world. Not long after it had this system running, the National Audit Office in the UK demanded that even though there was no question of its effectiveness, this procurement transaction had to be shown in the governments’ financials and a much hyped controversy emerged regarding which accounting head it should be put under and the accounting that it was to imply. It was however decided that the future payments for the PFI during the concession period should be taken into account for budgeting for the years to come, leading to effective assessments that can be reflected in the budget. The terms PPP/PFI are used interchangeably all over the world but PFI gives a clearer picture to the concept. During the credit crisis of 2008, many private